Using the following case study, create an enacting inclusion lesson: Name: Archie Age: 7 Year Level: Year 2 Family: Chloe (mother), Levi (father), Emma (sister) Archie is a 7-year-old year 2 student diagnosed with autism and faces challenges primarily in verbal communication, social interaction, and behaviour regulation at his mainstream school and at home (ASA, 2013). Archie lives with his father Levi, mother Chloe, and sister Emma and finds love for superheroes, spending quality time with his family, and engaging in activities such as hikes and swimming. At home, Archie is very reserved and finds comfort in consistency and playing with his superhero toys, reading books, and watching movies. In addition, Archie also loves spending time with his immediate family they enjoy going on walks around their suburb and swimming at the local pool together. Archies' parents are very supportive of their children and wish for Archie to have a successful educational journey. However, Archie has shown difficulties in adapting to the mainstream classroom environment. Since kindergarten, Archie has shown signs of struggle with his social interaction with his peers as he prefers to work alone rather than collaboratively. Mrs Thompson, Archie's teacher, has observed Archies' preference for working alone and has noted that he tends to face emotional challenges when he is asked to work with his peers. In addition to this, Mrs Thompson has also noted that Archie likes structured lessons and shows emotional challenges when his lessons are not structured. When faced with an unstructured day, Archie tends to have emotional outbursts and finds it hard to control his emotions. In addition, Archie also relies on heavily on non-verbal communication strategies such as visual aids, technology, and gestures to communicate both at school and at home. To address these challenges, Archie was placed in a smaller classroom environment and began receiving assistance from one of the school support officers, Mr Richards. Although Archie initially found it hard to build a relationship with Mr Richards, Archie has shown significant improvement as they have a stable relationship. Despite the challenges, Archie has a significant mind for mathematics and enjoys engaging in mathematical lessons. Archie loves problem-solving, puzzles and utilises his strong memory to solve problems. As Mrs Thompson has recognised this, she has begun to incorporate a mathematical element into every subject to help engage Archie. Outside of school, Archie engages with Dr Patel, and educational psychologist who has regularly seen Archie since he begun kindergarten. Dr Patel works with Archie and his family to discuss strategies that can be implemented at home and school to further support Archie's success both at school and at home. To further assist Archie, it is vital to understand his educational needs by addressing his challenges and incorporating his strengths such as his memory and problem- solving ability as well as his love for mathematics to effectively plan strategies to positively strengthen Archies educational needs. Collaboration between Archie, his parents, Dr Patel, Mrs Thompson, and Mr Richards is vital to ensure everyone is on the same page to assist Archie and the steps needed to progress through Archies' educational journey.

You can also choosehow to present your lesson design. For instance you might:

• Fill out a lesson plan template and write a separate justification. You can choose the template that works best to showcase your understanding. It might be one you have borrowed from somewhere else, used before, or one that you design for the purposes of this task.
• Fill out a lesson plan template and provide some, or all, of the justification as annotations and comments.
• Write the lesson plan in a report format with headings for each element along with details and justification of your plans.
• Some sort of visual representation of the lesson with an explanation and justification.

We are not marking "lesson planning" as such here. It is expected that you have learnt, and been assessed on this, in other subjects. As such it is assumed knowledge that you understand basic lesson design and understand all the elements that need to be included. In this assessment you must include the following details:

1. a general overview of how the lesson will run based on a known pedagogical approach (e.g. the gradual release of responsibility model, inquiry learning etc.,);
2. a mini-lesson (within the body of the lesson) based on the essential characteristics of explicit instruction. This can be planned as tier 1 support (for everyone) or tier 2 support (for some);
3. an element of inclusive collaborative learning;
4. differentiated learning outcomes linked explicitly to curriculum content;
5. tiered approach to differentiation;
6. differentiation across content, process and product;
7. use of ICTs/digital technologies for the purposes of inclusion;
8. support for communication, literacies and numeracies.

In designing this lesson, you MAY choose to create some of the resources. This is up to you. It is your responsibility to demonstrate your knowledge of the learning outcomes. One way to do this might be to show us how you plan to provide support or differentiate something by creating and including the support (e.g. a graphic organiser, visuals to support communication, or some other resource). On the other hand, you might feel like you can demonstrate your understanding of this through the justification and lesson design details without needing to create the resource. If you do create some resources, include them as an appendix.